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Article
Über Intelligenz und Intelligenzprifung: Theoretische Bemerkungen zu Problemen der angewandten Psychologie [On intelligence and intelligence testing: Theoretical comments on problems in applied psychology]
Available from: Atlante Montessori
Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1, no. 3/4
Date: 1924
Pages: 206-210
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Language: German
Book Section
Il problema della formazione delle maestre di scuola materna in Italia [The problem of the training of kindergarten teachers in Italy]
Book Title: Valore educativo e sociale della scuola materna: atti [Educational and social value of the nursery school: proceedings]
Pages: 167-185
Aldo Agazzi - Writings, Conferences, Europe, Italy, Southern Europe, Teacher training, Trainings
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1963
Book Section
Problemi educativi dell'industrialismo moderno [Educational problems of modern industrialism]
Book Title: Convegno sui problemi dell'educazione infantile nella vita industriale: atti [Conference on the problems of childhood education in industrial life: proceedings]
Pages: 69-84
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Language: Italian
Published: Roma, Italy: Ente Opera Montessori, 1956
Doctoral Dissertation
La Problematique de l'Education a la Paix a la Lumiere de Deux Representants de l'Education Nouvelle: Célestin Freinet et Maria Montessori [The Problem of Education for Peace in the Light of Two Representatives of New Education: Célestin Freinet and Maria Montessori]
Available from: Université Lyon 2 Theses
Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, New Education Fellowship, Peace education
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Abstract/Notes: L'étude du thème de l'éducation à la paix en regard des options spécifiques, éducatives et pédagogiques - historiquement ancrées - de Célestin Freinet et Maria Montessori, inscrites dans le mouvement de l'Education nouvelle, imposent avant tout d'interroger le concept de paix à la lumière des approches philosophiques. La notion de conflit, comme lieu - d'espace et de temps, moment différé à la violence - où s'articulent les rapports de tensions entre les contraires mis en présence, apparaît dès lors comme l'élément central à prendre en considération dans ce qui caractérise les relations humaines, afin que ces dernières ne dégénèrent pas en violence aveugle. S'il est indéniable que les deux pédagogues ont été animés par un profond désir de voir la paix s'installer dans le monde après deux catastrophes mondiales, il n'en demeure pas moins que leurs approches en ce domaine révèlent, à l'instar de leur attitude vis à vis des conflits armés, un déni de la notion même de conflit au sein des relations entre les hommes et par voie de conséquence de la valeur qui lui est attachée. L'établissement d'une adéquation entre nature et paix, renforcée en cette époque charnière du début du XXe siècle, amène Célestin Freinet et Maria Montessori à asseoir leurs conceptions, pour l'un comme pour l'autre, sur les bases du naturalisme et du vitalisme en prenant, pour Maria Montessori plus particulièrement, le chemin de la religion. C'est en cela que les conceptions et démarches de ces deux pédagogues, s'inscrivant dans le mouvement plus général de l'Education nouvelle, s'appuient sur la nécessité de l'éradication des conflits. Outre le fait que par la voie du pacifisme, la paix ne saurait advenir, l'éducation à la paix demeure un problème parce qu'elle se doit de considérer la composante conflictuelle tant dans les relations inter-individuelles qu'inter-éthniques et inter-étatiques. Il reste au demeurant que non seulement on peut mais que l'on doit éduquer à la paix, au risque de la violence possible, afin d'assurer aux futures générations l'apprentissage de liberté et de l'autonomie. [The probematics of education for peace in light of two representatives of the New education : Célestin Freinet and Maria Montessori The study of education for peace theme from the specific, educational and pedagogical – historically rooted – options of Célestin Freinet and Maria Montessori, registered in the New Education movement, imposes first to question the concept of peace in the light of philosophical approaches. The notion of conflict, as unit – of space and time, moment differred to violence – where tension struggles between opposites, appear from that time as the central element to be considered in what caracterizes human relations, so that these relations do not degenerate in blind violence. If it is undeniable that both pedagogues have been incited by a deep desire to see peace spreading over the world after both world catastrophes, the fact remains that their approaches in this domain reveal, in the manner of their attitude towards armed conflicts, a denial of the very notion of conflict in relations between men and consequently of the value hereto attached. The setting-up of an adequacy between nature and peace, reinforced at this hinge time of the beginning of the 20th century, leads Célestin Freinet and Maria Montessori to ground their conceptions, for both of them, on the basis of naturalism and vitalism, by taking, especially for Maria Montessori, the way of religion. Conceptions and approaches of these both pedagogues, in the scope of the general New Education movement, lean on the necessity to eradicate conflicts. Besides the fact that by the way of pacifism, peace could not come to pass, education to peace remains a problem because it has to consider the conflict element in inter-individual as well as inter-ethnical and inter-state relations. The fact remains that education to peace not only can be but has to be dispensed, at the risk of possible violence, in order to ensure to future generations learning of freedom and autonomy.]
Language: French
Published: Lyon, France, 2004
Article
Maria Montessori et le problème de l'éducation dans le monde moderne [Maria Montessori and the problem of education in the modern world]
Publication: Pédagogie (Centre d'études Pédagogiques) [Pedagogy (Center for Pedagogical Studies)], vol. 10
Date: 1970
Pages: 965-968
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Language: French
ISSN: 0151-0258
Article
Maria Montessori und die Probleme der heutigen Pädagogik [Maria Montessori and the problems of today's pedagogy]
Publication: Jugendwohl: katholische Zeitschrift für Kinder- und Jugendfürsorge, vol. 40
Date: 1959
Pages: 51-54
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Language: German
ISSN: 0022-5975
Book Section
Tätigkeit und Entwicklung: Probleme in der Montessori-Pädagogik aus der Sicht der Schulpraxis [Activity and development: Problems in Montessori pedagogy from the perspective of school practice]
Book Title: Kinder Sind Anders: Maria Montessoris Bild Vom Kinde Auf Dem Prüfstand [Children Are Different: Maria Montessori's Picture of the Child on the Test Bench]
Pages: 299-312
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Language: German
Published: Würzburg, Germany: Ergon, 1996
ISBN: 3-928034-90-1
Article
Maria Montessori e il problema dell'educazione nel mondo moderno [Maria Montessori and the problem of education in the modern world]
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 20, no. 1
Date: 1970
Pages: 3
Educational change, Maria Montessori - Biographic sources, Marziola Pignatari - Writings
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Language: Italian
ISSN: 0042-7241
Article
Aportaciones al Problema de la Paz: La Educación de las Niñas [Contributions to the Problem of Peace: Girls' Education]
Available from: ARCA. Arxiu de Revistes Catalanes Antigues
Publication: Montessori: Revista Mensual Ilustrada, vol. 1, no. 6
Date: Jun 1935
Pages: 13-14
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Language: Spanish
ISSN: 2604-8167, 2604-8159
Article
L'éducation, problème social [Education, a social problem]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle Éducation, no. 109
Date: Nov 1932
Pages: 161-165
Conferences, Europe, France, International Montessori Congress (2nd, Nice, France, 29 July - 12 August 1932), Maria Montessori - Writings, Western Europe
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Abstract/Notes: "Résumé de la belle conférence faite le 4 aout, en francais, au Congrés de Nice".
Language: French
ISSN: 2492-3524